LEARNING OBTAINED BY REINFORCED ATTITUDES THROUGH ORIGINAL READING AND RESEARCH BY YOUNGSTERS Erasmus Project

Project Title

LEARNING OBTAINED BY REINFORCED ATTITUDES THROUGH ORIGINAL READING AND RESEARCH BY YOUNGSTERS

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Intercultural/intergenerational education and (lifelong)learning; Inclusion – equity; International cooperation, international relations, development cooperation

Project Summary

Our project ‘L-ORATORY aims at enabling the exchange and sharing of good practices, creating innovative methods on teaching the pupils with low academic achievements and to pursue and reinforce the integration of immigrant students in the schools to better live together through above the ordinary and creative reading activities.
Today’s intense life conditions forced us to live individually. Many people hustle about daily life unaware of which occupations their children are dealing with. Besides pupils focuses and their hidden potential, using technology out of its main purpose are some of many events that families are ignorant about their kids deals which might finalize in dreadful results in outer world. For the reason that the recent researches indicate that the most susceptible sections of the population are kindergarten and primary school children , however families missed an important reality that inevitable problems will occur by ignoring their kids engagement and capability. Depending on aforementioned case, it is absolutely inferred that pupils’ academic achievements affected adversely. But, If we explore their hidden power by allowing occasions, we constructed generations equipped with fabulous lore .In this case, teachers-the cornerstone of the generations builder- somehow,had the key roles to reveal by formatting various opportunities that conduce toward gaining trust in their inner force without constrains.The project partners consisted of eight collaborative working of schools from all over Europe: (Turkey(2 schools) CYP,IT ,BEL,GRE,POL,SP).While participating schools’ students watched short film relevance to reading and read indicated books to understand the world and create combination of books’ heroes (as a blended reflection of European cultural lore) ,families and teachers -the cornerstone of education- read to understand students’ world more,after defining ‘if reading effect academic achievement of pupils by survey’. We aimed to enforce the lack of reading books in a digital era where movies and computer games are consumed by almost all the free time of the children, Via reading and researching and/or presenting the obtained data. Considering all mentioned issues;Classes can sometimes fall into routine, that’s why using creative reading as a means for creating a more enjoyable learning environment helped students become more ambitious and motivated to Internalize habitual attitudes towards individual research and reading in creative way instead of a non-classical manner , by experiential learning. The project taught and motivate children to discover their passions, to personally research subjects of their own interest instead of receiving the information as simple receptors, to discover themselves.
The target groups were be made of students aged 4 to 15, according to each partner school’s type. The project lasted for 24 months: September 2017 – August 2019. For a good project management ,implementation and strategy ,in addition to 1 kick off and 1 final in (TR) 4 transnational project meetings in (IT,GRE,) and 6 LTT (C1,C2,C3,C4,C5,) in (,IT,BEL,GR,POL,SP) to focus on project life-cycle with core staff participation of all partners.
3 primary-schools focus on reading which guided the reading-related activities (CYP SP and TR ), 3 kindergarten schools with English and Arts expertise suitable to their level which contributed to the creation of the drawing-based activities (SP,PL,TR,BEL) and 3 kindergarten-schools in charge with transferring the project activities into the digital book and tactile book(IT,GR,BEL). During each mobility every partner presented; Erasmus+ corner equipped with instruments of project, mutual reading time activity in classical music accompaniment , pupils research presentations to their peers, at the reading time in open pupils were wearing t-shirt with slogans regarding to the consideration of reading, survey relevance to reading, however kindergartens presented story ,drawing time and drama.
TR : (coordinator) Besides Kick of meeting,debate on project phases thoroughly, make the project web site, brought all created books heroes competitions results together in one body as final book and created the frame of clocks and cover of diplomas. (TM1)
TR,(MGS) applied and evaluate the survey and presented theater show on 3. Book.prepared a magazine of all activities in all countries.
IT: created tactile book , TLBF theater to families in all art and craft festival (C2-TM2)
BEL;organized and teach ‘The StoryJumper Classroom’ (C3)
GRE: Using ICT,they created a game through Scratch in English, Created a cartoon story using Toon-Doo.(C4-TM3
POL: Created a calendar of all partners daily language with representative pictures of participant country. (C5)
SP Created manual book of reading matter ,brochures, at the reading time in open area pupils wearing t-shirt with slogans regarding to the consideration of reading.(C6-TM4;)

EU Grant (Eur)

Funding of the project from EU: 147122 Eur

Project Coordinator

istiklal ilkokulu & Country: TR

Project Partners

• Dimotiko Sxoleio Apesias (Perifereiako Eniaio Oloimero)
• GO! freinetschool de Pit Diest
• 16th Primary School of Patras
• Istituto Comprensivo Caio Giulio Cesare
• Publiczna Szkola Podstawowa nr 1
• CEIP ODON DE BUEN
• Murat Germen Secondary School